Jennifer Mascolo

Jennifer Mascolo

Professional Background

Educational Background

Jennifer Mascolo, PsyD, NCSP, is a full-time lecturer in the graduate School Psychology program at Teacher's College, Columbia University. Dr. Mascolo is also a nationally certified school psychologist and a licensed psychologist in New York and New Jersey. Her research interests include intelligence, the relationship between academic and cognitive functioning, and assessing and intervening with specific learning disabilities. Dr. Mascolo has coauthored three books, including the first and second editions of the Achievement Test Desk Reference and Essentials of the WJ III Tests of Cognitive Abilities as well as several book chapters and peer-reviewed journal articles focused on the using and interpreting specific cognitive and academic measures as well assessing, diagnosing, and intervening with specific learning disabilities. Recent projects include an edited book on tailoring interventions for unique learners to be published as part of John Wiley's Essentials series.

Mascolo, J. T. (2004). Use of the WISC-IV and WIAT-II within the context of a modern operational definition of learning disability. In D. P. Flanagan and A. S. Kaufman (Eds.) Essentials of WISC-IV Assessment. New York: John Wiley & Sons, Inc.

Jennifer Mascolo, PsyD, NCSP, from Columbia University, Teacher's College, is a full-time lecturer in the graduate School Psychology program and a licensed psychologist in New York and New Jersey and Nationally Certified School Psychologist. Her research interests include intelligence, the relationship between academic and cognitive functioning, and assessing and intervening with specific learning disabilities. Dr. Mascolo has coauthored three textbooks, including the first and second editions of the Essentials of the WJ III Tests of Cognitive Abilities"as well as several book chapters and peer-reviewed journal articles.

Mascolo, J. T. (2004). Use of the WISC-IV and WIAT-II within the context of a modern operational definition of learning disability. In D. P. Flanagan and A. S. Kaufman (Eds.) Essentials of WISC-IV Assessment. New York: John Wiley & Sons, Inc.

Mascolo, J.T. (October, 2012). Understanding and Intervening with Cognitive Ability Deficits in the Classroom and Beyond. Presented to the New Jersey Association of Learning Consultants. Long Branch, NJ.

Mascolo, J. T. (November, 2009). Overview of the Field of Cognitive Assessment and the WJ III Normative Update: Specific Learning Disabilities, Response to Intervention, and Linking Patterns of Strengths and Weaknesses to Instructional Interventions. Presented at East Meadow High School. East Meadow, NY.

HBSK 5280: Fieldwork in school psychological services

Permission required. Limited to second-year students in School Psychology. Must be taken concurrently with HBSK 6382-HBSK 6383. Supervised school-based experience in psychoeducational practice (two days per week for the entire academic year). Includes university-based supervision. Supervisory fee: $100 per semester.

HBSK 5378: Practicum in psycho-educational assessment of school subject difficulties

Covers the assessment of academic skills, especially reading and cognitive functioning. The administration, scoring, and meaningful interpretation of test performance are addressed. Students work in pairs with client.

HBSK 6380: Practicum in psycho-educational assessment with culturally diverse students

Permission required. Supervised experience in psychoeducational assessment, including observation, interviewing, and testing of children and youth from culturally diverse backgrounds; integration and interpretation of data. Consideration of intervention procedures. Students work with clients in the Dean Hope Center. Additional supervisory session required. Supervisory fee: $100. Materials fee: $50.

HBSK 6584: Seminar: school psychology consultation

In this course, students develop and practice basic skills in school consul-tation and counseling. Through readings, discussions, presentations, and role plays, students demonstrate an understanding of counseling theories and approaches, approaches to consultation, as well as practices consistent with professional ethics and legal standards. Students reflect on their own cultural background and acquire knowledge relevant to cross-cultural consultations.